Restorative Justice Practices in Schools

Transcription

1 Dr. Donna Hargens Restorative Justice Practices in Schools Review of the Literature And Current District Data Brief Department of Data Management, Planning and Program Evaluation Dr. Robert J. Rodosky, Executive Director

2 Executive Summary Background Restorative justice emerged as an alternative approach to practices in the mainstream criminal and juvenile justice system 30 years ago. The principles of restorative justice have been increasingly implemented in the field of education for their applicability to school misbehavior and student support. The rising use of exclusionary discipline, which research confirms is ineffective and harmful, coupled with external pressures to address such disciplinary practices, have been the impetus for implementation of restorative justice practices in schools. Restorative justice is not a program. It is a framework, a set of values and principles, used to guide responses to crime, misbehavior, conflict or harm. The premise of restorative justice is that crime or misbehavior is a violation of people and relationships rather than violation of a law or a rule. The three main goals of restorative justice are: (1) Accountability: Restorative justice strategies provide opportunities for wrongdoers to be accountable to those they have harmed, and enable them to repair the harm they caused to the extent possible. (2) Community Safety: Restorative Justice recognizes the need to keep the community safe through strategies that build relationships and empower the community to take responsibility for the well being of its members. (3) Competency Development: Restorative Justice Strategies increase the pro social skills of those who have harmed others, address the underlying factors that lead youth to engage in delinquent behavior, and build on strengths in each young person. Implementation of restorative practice in schools can range from a single program for students who violate school rules, or to a whole school operating philosophy, through daily practices used by everyone in the school, and a continuum of programs to help foster a restorative school culture. Research Findings There is strong empirical research demonstrating the effectiveness of restorative justice on reducing repeat offenses within the juvenile justice realm. However, the body of research on the effectiveness of restorative practices in schools is limited. 1 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

3 The available literature highlights restorative justice practices and programs as promising alternatives that helps students learn to solve problems on their own, respond to conflict nonviolently while contributing to students social and emotional development and keeping them in school, and simultaneously improving school culture. Decreases in out of school suspensions is one of the most widely cited outcomes of restorative practice in the literature. The lack of rigorous quantitative methodology applied to restorative practices in schools makes it difficult to prove direct causal links between implementation of restorative practices and outcomes. The primary challenges to implementation are (a) resistance to changes in beliefs and practices and pressures to suspend, (b) time demands, especially at the start of implementation, and (c) funding for training. District Data Brief Current responses to disciplinary referrals include some restorative practices; however the majority of responses fall on the exclusionary end of the discipline continuum. During , there were 110,860 discipline referrals entered into infinite Campus. 23,197 students received at least one referral 65% of students who received a referral, received more than one referral The highest number of referrals given to one student during was 82 The most frequent referrals were for Disruptive behavior (29%), Failure to obey staff (17%), Tardy to class (10%), Bus disturbance (7%), Skipping class (6%) and Fighting (6%). 37% of teacher do not agree that school administrators consistently enforce rules for student conduct 42% of middle and high school students disagree that punishments for student misbehavior at school are fair. JCPS currently has some structures and programs in place that support restorative values and practices but coverage, quality and impacts of the current system of student conduct support and discipline is not formally assessed as a whole. 2 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

4 Table of Contents I. Executive Summary. 1 II. III. Review of the Literature a. Introduction. 4 b. What is Restorative Justice?... 4 c. The Restorative Approach to School Discipline 5 d. Restorative Justice Practices and Programs in Schools 7 e. Findings on Restorative Justice Practices in Schools. 8 i. Overview... 8 ii. Results 9 iii. Implementation f. Conclusion.. 12 g. References District Data Brief a. Current Discipline Referral Data.. 16 b. Current Responses to Discipline Referrals 17 c. Teacher Perceptions of Discipline 17 d. Student Perceptions of Discipline 18 e. JCPS programs & structures that support restorative practices.. 19 Appendices Attached Appendix A. Code of Conduct Example from Baltimore City Schools Appendix B. Whole School Implementation (IIRP) 3 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

5 Review of the Literature Introduction Restorative justice emerged as an alternative approach to practices in the mainstream criminal and juvenile justice system over 30 years ago. Since the 1990 s, the principles of restorative justice have been increasingly implemented in the field of education for their applicability to school misbehavior and student support (Lipchitz, 2003). Restorative justice practices are currently being implemented in numerous school districts within the United Kingdom, Australia, Canada, South Africa and the United States. In the United States, restorative practices are increasingly supported in literature for education practitioners (e.g., Educational leadership, the National Association for Elementary Principals, National Association of School Counselors, National School Board Association) and have been deemed by the American Psychological Association and the American Bar Association as viable alternatives to zero tolerance approaches to school discipline. While the literature highlights promising outcomes such as improved school climate, reduced school suspensions, and strengthened relationships in schools, the body of empirical research on the impact of restorative practice is limited. Most schools and districts implementing restorative practices are not conducting formal research studies or evaluations on its impact (Lewis, 2009). The premise of restorative justice is that crime or misbehavior is a violation of people and relationships rather than a violation of a law or a rule What is Restorative Justice? Restorative justice is not a program. It is a framework, a set of values and principles, used to guide responses to crime, misbehavior, conflict or harm. The foundational values are respect, responsibility, and relationship. The premise of restorative justice is that crime or misbehavior is a violation of people and relationships rather than a violation of a law or a rule (Zehr, 1990). The three main goals of restorative justice are accountability, community safety, and competency development (Burke & Ashley, 2009). (1) Accountability: Restorative justice strategies provide opportunities for wrongdoers to be accountable to those they have harmed, and enable them to repair the harm they caused to the extent possible. 4 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

6 (2) Community Safety: Restorative Justice recognizes the need to keep the community safe through strategies that build relationships and empower the community to take responsibility for the well being of its members. (3) Competency Development: Restorative Justice Strategies increase the pro social skills of those who have harmed others, address the underlying factors that lead youth to engage in delinquent behavior, and build on strengths in each young person. A chief pioneer of the restorative justice movement, Howard Zehr, coined three restorative questions that have guided these restorative practices around the world, and contrasted them with the retributive questions that have characterized the dominant response to crime in Western culture (Conflict Resolution Education Center, 2012) Restorative Justice 1. What is the harm that was done? 2. How can that harm be repaired? 3. Who is responsible for this repair? vs. Retributive Justice 1. What is the law that was broken? 2. Who broke that law? 3. How should they be punished? The Restorative Approach to School Discipline Impetus for a new approach School violence and misbehavior have been facts of schooling in the United States for over 200 years. The impetus for most public schools adoption of restorative practices on various scales has been the rising use of exclusionary discipline and external pressures to address ineffective and harmful disciplinary practices. During the 1990 s several suburban and rural school shootings ushered in widespread use of zero tolerance policies that resulted in increased use of exclusionary discipline (i.e., out of school suspensions, expulsions) and have not resulted in the desired outcomes. The empirical research for over three decades demonstrates clearly that exclusionary discipline is ineffective at reducing the unwanted behavior, and has detrimental effects on students (American Academy of Pediatricts,1998; American Psychological Association, 2008; Skiba & Peterson, 2003;) such as increased student misbehavior, antisocial behavior (Gottfredson, Payne, & Gottfredson, 2005) increased dropout rates and exacerbated racial disproportionality in discipline (APA,2008; Civil Rights Project, 2000; Mayer, 1995). Despite increased calls for evidenced based practices in recent years to address this problem, local policy makers and practitioners often rely on anecdotal evidence, traditions and personal beliefs when selecting interventions (Mayer & Cornell, 2010). Social science researchers argue there is sufficient 5 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

7 knowledge to pursue prevention programs over more security measures and zero tolerance policies (Mayer & Cornell, 2010; Skiba, Peterson & Williams, 1997). Social Emotional Learning programs have rigorous experimental evidence of improving school behavior, reducing aggression and increasing socially competent behavior (Battistich, 2003; Greenberg et al, 1995; Osher et al., 2010). There is agreement among the education research community that whole school approaches focused on school climate and culture reduce all forms of aggression in schools and restorative practices are able to be integrated well into schools using whole school approaches to behavior (Kavelin Popov, 2000; Varley, 2008). Punitive vs. Restorative Discipline The social discipline window below (adapted from Wachtel 2005 after Glasser 1969) is often used in the literature on restorative justice to illustrate the conditions and functions of various disciplinary approaches. Unlike punitive, neglectful, and permissive responses to school misbehavior, restorative discipline is said to combine high levels of control and strong support that The move towards restorative practice requires a shift in the fundamental way school misbehavior and discipline are viewed. encourages appropriate behavior, and places responsibility for resolution on students themselves (Zaslaw, 2009). A belief that people will make positive changes when those in positions of authority do things with them, rather than to them is at the core of restorative practices (Lewis, 2009). Restorative practices (also referred to as restorative discipline, restorative approaches, or restorative dispute resolution), serve simultaneously as a reactive and proactive approach to discipline. The move towards restorative practice requires a shift in the fundamental way school misbehavior and discipline are viewed. In an effort to explicate more specifically the differences between traditional school discipline and restorative discipline, the table below contrasts the various aspects of both approaches. 6 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

8 Punitive (Old) vs. Restorative (New) Paradigms of School Discipline* Punitive Misbehavior defined as breaking school rules Accountability defined as receipt of punishment. Offending student is passive recipient of imposed consequence Past Oriented. Focus on what happened and establishment of blame or guilt Adversarial relationship and process. Authority figure with power to decide on penalty School community as spectators Attention to rules and adherence to due process Restorative Misbehavior defined as harm done to one person/group by another Accountability defined as understanding impact of actions, taking responsibility for choices and suggesting ways to repair harm Future Oriented. Focus on problem solving by exploring how to address problems in the future Dialogue and negotiation with everyone involved in the communication School community involved in facilitating restoration. All affected are taken into consideration and involved in the process. Empowerment Attention to relationships and achievement of a mutually desired outcome *(Adaptations from Hopkins, 2002; Varley, 2008; Zehr, 1995,) Restorative Justice Practices and Programs in Schools Restorative practices and programs in schools are based on formal guidelines and incorporate trained staff to deal with conflict and violations of school rules (Burke & Ashley, 2009). The literature reveals that school districts seem to approach using restorative practice as one option available, yet still rely on traditional disciplinary practices. For some districts, restorative programs are engaged in on a voluntary basis and are offered in lieu of traditional disciplinary sanctions. Implementation of restorative practice in schools can range from a single program for students who violate school rules, or to a whole school operating philosophy, through daily practices used by everyone in the school to help foster a restorative school culture. There is a continuum of restorative practices ranging from informal (e.g., affective statements) to formal (e.g., mediation). 7 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

9 Chief Restorative Practice Program Elements* School wide Elements Targeted Elements Affective Statements and Restorative Questions: This is an informal practice that helps student understand the effect of their behavior on others. Such statements and questions change the dynamic between the people involved leading to improved relationships and community. Restorative Circles (sometimes referred to proactive, responsive or peacemaking circles): This involves participants (students, teachers, staff) sitting in a circle with a facilitator to guide the process ensuring everyone has an opportunity to speak, the process is respected and everyone abides by the agreed upon values of the circle. Circles can be held regularly in some classrooms (e.g., morning advisory periods) or when situations arise to address them. The size of the circle is governed by the individual circumstances of the conflict, dispute, behavior or topic. Circles can promote prevention and skill building as well as help repair conflict when it arises. The Restorative Conference/ Mediation: Conferencing and mediation are considered the most formal restorative process, takes the most planning and are used for the most serious incidents (Mirsky, 2011). Conferencing brings together students involved in disputes and opens up the process to other students, staff, and can include family using a trained mediator to facilitate process to develop appropriate response to conflict, hash out misunderstanding and prevent future conflict. Peer Jury/Teen Court: Another formal youth centered program where student volunteers hear cases of minor school offenses or delinquent acts overseen by an adult coordinator. Student jurors offer guidance and support to the referred student and develop an agreement that outlines actions needed by the student to repair the harm done. *Across key literature: Burke & Ashley, 2009; IIRP, 2011; Mirsky,2011; Sumner, Silverman, Frampton, 2009). Appendix B includes a list of eleven practices for whole school implementation from IIRP Findings on Restorative Justice Practices in Schools: Overview, Results & Implementation Overview of the Research There is a sizeable body of empirical research illustrating that restorative justice is effective in reducing repeat offenses within the juvenile justice realm (Latimer, Dowen & Muise, 2005). However, the body of research and evaluation on the effectiveness of restorative practices in schools on student outcomes is relatively small (Morrison et al, 2005; Stumner, Silverman, Frampson, 2010) and not parallel in scale or robustness to the criminal and juvenile justice research. Various forms of publications over the past decade have reported on the use of restorative practices and findings from such practices and programs implemented in schools in Oregon, Iowa, Illinois, California, Pennsylvania, Milwaukee, Florida, Maine, Maryland, Michigan, Minnesota, Missouri, New Mexico, New 8 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

10 York, Virginia, and Wisconsin. So far, much significant research on restorative practices in schools has consisted of qualitative studies. A solid quantitative research base is needed to help make sense of the qualitative findings in the many case studies. (Porter, 2007) Although the majority of studies show promising results, the research thus far is limited in terms of scope, design methodology rigor, and quantitative designs. A large proportion of published research is based on smaller scale pilot studies. Many studies examine the impacts on students perceptions through survey studies, and case studies and are focused on secondary schools. Anecdotal reports, stories and evidence are plentiful and increasing in practitioner education journals and magazines geared towards school principal, counselors and teachers. Restorative justice practices and programs are promising alternatives that helps students learn to solve problems on their own, respond to conflict nonviolently while contributing to students social and emotional development and keeping them in school), and simultaneously improving school culture. Although research on restorative practice in schools is further along in the United Kingdom than in the United States, where it is less developed, the literature used in this review is centered within the United States context. While the research is limited, its growth seems steady following the trends towards implementation by districts across the United States. Results Overall, the literature suggests that while initially more time consuming and subject to initial resistance, restorative justice practices and programs are promising alternatives that helps students learn to solve problems on their own, respond to conflict nonviolently while contributing to students social and emotional development and keeping them in school (reducing suspensions), and simultaneously improving school culture (Graves & Mirsky, 2007;Summer, Silverman, Frampton, 2010; Porter, 2007). Decrease in Out of School Suspension Decreases in out of school suspensions is one of the most widely cited outcomes of restorative practice in the literature. One of the most comprehensive studies conducted in the U.S. yet was based on a pilot program in West Oakland, California. Two years after whole school implementation, suspension rates decreased from 50 suspensions per 100 students, to only six suspensions per 100 students (Sumner, Silverman, Frampton, 2010). As a result of success of the pilot, the Oakland Unified School District adopted restorative justice as a system wide alternative to zero tolerance discipline and as an approach to creating healthier school communities (Gonzolaz, 2012). A Minnesota Department of Education study found that implementing restorative justice in schools reduced suspensions between 30 to 50 percent (Riestenberg, 2003). Not all changes in suspension rates are as dramatic. In a Michigan middle school, the decrease in suspension was 15 percent (Zaslaw, 2009) 9 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

11 while reporting other outcomes such as 86% of students that participated in a restorative intervention used skills to avert potential conflicts. While the overwhelming majority of published literature that examined disciplinary occurrences has reported decreases in suspensions, the lack of rigorous quantitative methodology applied to restorative practices in schools makes it difficult to prove direct causal links between implementation of restorative practices and decrease in suspension rates and other disciplinary outcomes. Confounding variables at the schools (such as changes in leadership, simultaneously occurring initiatives, changing staff or student population) are not controlled for in the designs. Improved Skills and Relationships for a Range of Students and School Types The theory, practice and research seem to support the applicability of restorative practices for students on the continuum of challenge behaviorally and socially, from the most compliant to the most difficult. Restorative practices are also being implemented in charter schools as well as public disciplinary alternative schools. In a recent evaluation of a pilot program of restorative practices in Minneapolis Public Schools for students recommended for school expulsion, the process evaluation survey data found students reporting significant positive increases pre to post conference in ability to make good choices about how to act, even when upset; increase in awareness of others they can ask for help at school, significantly less fighting; positive increase in family communication; higher levels of parent connections to their child s school and greater awareness of community resources to help them support their child (McMorris et al, 2011). In an alternative school in Illinois designed for the children with severe emotional and behavioral problems implemented peacemaking circles as a standard for resolving classroom disputes. As a result, detention referrals decreased by 35% overall, and 43% for African American students (IBARJ,2011). Restorative practices have also been cited as alternative ways to help prevent and address bullying. In Maine, the model for bullying prevention intersects with the restorative practice of community circles as a regular part of school life, not just a once a week event to talk about behavior. This has helped develop sense of connection and community as support and build awareness, understanding and connection between students. Also, in traditional bullying prevention, the act of restoration was absent and restorative practice is filling the void as it promotes restoration of school and/or classroom community after an aggressive act (Saufler, 2009). In an effort to compile findings from six varied yet representative schools in Pennsylvania (ranging widely in size and demographics) that implemented restorative practices, The International Institute for Restorative Practices (IIRP) acknowledged that while more rigorous research needs to occur, the data indicates positive results following implementation. Of these six schools, all showed improved school 10 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

12 climate, all experienced a reduction in disciplinary referrals and suspensions, and half (3 of the 6) indicated improved academic performance of students (Lewis, 2009). Implementation Challenges The primary challenges to implementation in the literature are (a) resistance to changes in beliefs and practices and pressures to suspend, (b) time demands, especially during the initial phase, and (c) funding for training. Descriptions of implementation processes in various districts highlight the need for and importance of using voluntary participation at the start, due to outright opposition. Once resistant staff see changing behavior, the buy in is likely to follow. A middle school Principal who was a staunch opponent to restorative practices described the changes implementation had on his own beliefs: I ve had an epiphany, a metamorphosis. I used to be one of these black and white, law and order guys. Kids had to be held accountable, and the only way to do that was to kick them out of school to show the other kids that you re boss. That doesn t work. I didn t solve problems; I just postponed them until they got to high school, and then somebody else had to deal with them. Restorative practices work. We now fix and solve problems (Mirsky, 2003, 26). Some of the qualitative literature describes resistance as also coming from parents who want schools to fall back on traditional discipline and even when administrators support restorative practices, staff can also botch the process. It is suggested that schools may implement restorative justice gradually into their existing discipline process. Compared with traditional discipline approaches such as suspension, restorative programs are more time consuming during the initial periods of implementation, yet are able to save time by preventing or diffusing problems early. Depending on the practices and programming selected for implementation, funding will vary. If solely incorporated into class time or a current standing structure/function it can be cost free. However, funding is typically necessary for training and materials. Funding support has been provided to schools Compared with traditional discipline approaches such as suspension, restorative programs are more time consuming during the initial periods of implementation, yet are able to save time by preventing or diffusing problems early. and districts through discretionary grants through the US Department of Education, and local service agencies and universities are also being used to support the costs associated with implementation. 11 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

13 Implementation Approaches The school districts that have adopted restorative approaches have tended to start small with pilot programs, moving towards whole school adoption and at the institutional level adopting restorative practice within policy as a system wide alternative to zero tolerance discipline and as an approach to creating healthier schools. It has been suggested that an implementation plan could range from threefive years focusing on key areas (Gonzales, 2012). The International Institute for Restorative Practice has mapped out a two year whole school implementation process (Appendix B) that includes eleven essential elements required each with their own proficiency criteria and verification methods to support sustainable implementation. School based expert teams are suggested to oversee responsibility for various elements, and provide leadership and support to the rest of the staff. The tracking of progress is central to whole school implementation culminating with an official recognition as a restorative practices school (IIRP, 2010). In San Francisco, the Board of Education did not force schools to adopt the practices, but passed a resolution to fund a plan to gradually introduce the concept and train the staffs over a period of many years. While still giving administrators latitude with how they deal with disciplinary issues, the district officials believe that the approaches will spread incrementally (Smith, 2011). In Baltimore, the Baltimore City Schools revised its entire code of conduct to reflect their new institutional approach towards restorative justice practices to help align practice with policy (See Appendix A). Once a school decides to adopt restorative programs or practices the following are some suggestions made for implementation and sustainability (Burke & Ashley, 2009; IIRP, 2010; Lewis, 2009): Whole staff training is encouraged (teaching and non teaching staff including school police) Full time restorative practice coordinator or support staff person Maintaining cohort of highly skilled school based facilitators Developing policies that incorporate restorative justice Monitoring implementation progress and Evaluating impacts Conclusion The review of the research literature in the United States reveals that implementation of restorative justice practices is increasing being applied to school misbehavior as both a reactive and proactive measure to improve school culture, relationships and student outcomes. Rigorous empirical research has demonstrated restorative justice practices are effective in reducing recidivism in the criminal and juvenile justice realm. However, the research in the field of education is limited in scope, scale and methodological rigor. From the available literature, practitioners and administrators are reporting a wide range of positive outcomes through the implementation of restorative justice practices. 12 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

14 References American Psychological Association (2008). "Are zero tolerance policies effective in the schools? An evidentiary review and recommendations." American Psychologist, 63(9), American Academy of Pediatrics (AAP). (2003). Policy statement: Out of school suspension and expulsion. Pediatrics. 112 (5) Blood, P and Thorsborne, M. (2005) The Challenge of Culture Change: Embedding Restorative Practices in Schools. Paper presented at the Sixth International Conference on Conferencing, Circles and other Restorative Practices: Building a Global Alliance for Restorative Practices and Family Empowerment. Burke, K and Ashley, J. (2009). Implementing Restorative Justice: A guide for schools. Illinois Criminal Justice Information Authority Baltimore City Public Schools: Creating Great School Communities Code of Conduct as retrieved on May 18, Battistich, V. (2003). Effects of a school based program to enhance prosocial development on children s peer relations and social adjustment. Journal of Research in Character Education, 1(1), Chmelynski, C. (2005) Schools Find 'Restorative Justice' More Effective Than Expulsion," School Board News, National School Boards Association (May 2005). Civil Rights Project (2000). Opportunities Suspended: The Devastating Consequences of Zero Tolerance and School Discipline Policies. Retrieved on May 20, 2012 from 12 education/school discipline/opportunities suspended the devastating consequences of zero toleranceand school discipline policies Conflict Resolution Education Center (2012). Retrieved May 23, 2012 from Glasser, W. (1969). Schools without failure. New York: Harper & Row Gonzalez, T. (2012). Keeping Kids in schools: restorative justice, punitive discipline and the school to prison pipeline. Journal of Law and Education, (41), 2 p ) Gottfredson, G. D., Gottfredson, D. C., Payne, A. A., & Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from a National Study of Delinquency Prevention in Schools. Journal of Research in Crime and Delinquency, 42, Graves, D., & Mirsky, L. (2007). American Psychological Association report challenges school zero tolerance policies and recommends restorative justice. Restorative Practices E Forum. Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in schoolaged children: The effects of the PATHS curriculum." Development and Psychopathology 7 : Hopkins, B (2002). Restorative Justice in Schools Support for Learning. 17(3): Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

15 IBARJ: Illinois Balanced and Restorative Justice (2011). ibarj meeting in peoria International Institute for Restorative Practices (2010). Restorative Practices Whole School Implementation. Retrieved May 20, 2012 from Latimer, Dowen & Muise, The effectiveness of restorative justice practices: A meta analysis. The Prison Journal, 85(2) p Kavelin Popov, L (2000). The Virtues Project Educator s Guide, PRO ED,Inc.Austin Texas. Lewis, S (2009) Improving School Climate: Findings from Schools Implementing Restorative Practices. A Report from the International Institute for Restorative Practices Graduate School Retrieved on May 18, 2012 from Lipchitz, L (2003). Restorative Justice in School Settings Iowa Peace Institute. McMorris, B., Eggert, R., Beckman, K., Gutierrez, S., Gonzalex Gaona, V., Abel, S., Friedman, M. Lenertz, J., Schwanke, C., Young Burns, J. (2011). Applying restorative justice practices to Minneapolis Public Schools Students Recommended for Possible Expulsion: A pilot program evaluation of the family and youth restorative conference program. University of Minnesota Healthy Youth Development Prevention Research Center (CDC: U48 DP001939). Morrison, B., Blood, P., & Thorsborne, M. (2005). "Practicing restorative justice in school communities: The challenge of culture change." Public Organization Review, 5(4), Mayer, M., Cornell, D. (2010) New perspectives on school safety and violence prevention. Educational researchers, 39 (1) p. 5 6 Mirsky, L. (2011). Building safer, saner schools. Educational Leadership (69)1 p Mirsky, L. (2003). SaferSanerSchools: Transforming school culture with restorative practices. Restorative Practices E Forum. Retrieved May 22, 2012 from Osher, D Bear,G Sprague, J. and Doyle,W. (2010) How can we improve school discipline? Educational Researcher, 39(1) Porter, A (2007) Restorative Practices in Schools: Research Reveals Power of Restorative Approach, Part II. Retrieved May 25, 2012 from Riestenberg, N. (2003). Aides, administrators and all the teachers you can get: A restorative training guide for schools. Victim Offender Mediation Association Newsletter, 13, 7. Saufler, C. (2009) Bullying Prevention and the Restorative Approach. Retrieved on May 20, Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

16 Skiba, R., & Peterson, R. (2003). "Teaching the social curriculum: School discipline as instruction." Preventing School Failure, 47(2), Skiba, R.J., Peterson, R.L., & Williams, T. (1997). Office referrals and suspension: Disciplinary intervention in middle schools. Education and Treatment of Children, 20(3), Smith, J. (2011) Bucking a punitive trend, San Francisco lets students own up to misdeeds instead of getting kicked out of school. SF Public Press as retrieved May 24, /bucking a punitive trend san francisco lets students own up to misdeeds instead of gett Sumner, M., Silverman, C., Frampton, M.L., (2010) School Based Restorative Justice as an Alternative to Zero tolerance Policies: Lessons from West Oakland. Report by University of California, Berkeley, School of Law Thelton Henderson Center for Social Justice Varley, P. (2008) Making Connections: restorative practices in schools. A thesis submitted to Trinity Western University, December Wachtel, Ted (2005). The Next Step: Developing Restorative Communities. Paper presented at "The Next Step: Building Restorative Communities", IIRP 7th International Conference on Conferencing, Circles and other Restorative Practices. Retried on May 19, 2012 from Zaslaw, J. (2009) A restorative approach to resolving conflict. Principal (November/December Issue, p.48 49). Zehr, H. (2002). The little book of restorative justice. Intercourse, PA: Good Books 15 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

17 III. District Data Brief The following information is provided to help inform the discussion and considerations around student discipline, support needs and restorative practice. The most current data (2011 5/18/2012) is provided in this document including discipline data, student and teacher perceptions around discipline, and current JCPS programs and structures that can support restorative practice. Current Discipline Referral Data during : Discipline Referral Indicator Statistic Total number of disciplinary referrals 110,860 Total number of students that received a referral 23,197 Percent of students referred more than once within same 65% year Average number of referrals given 5 Range of number of referrals given to students 1 82 The most frequent referrals are for Disruptive behavior (29%), Failure to obey staff (17%), Tardy to class (10%), Bus disturbance (7%), Skipping class (6%) and Fighting (6%). Out Of School Suspensions JCPS Suspension Data from (from August 2011 May 18,2012) Suspension Indicator Statistic Total number of out of school suspensions 14,495 Total number of students that were suspended 8150 Percent of students suspended more than one time within 40% the same year Percent of suspensions given for non violent offenses 70% Total number of days suspended (collective)* 38,708 Total loss of ADA directly due to suspension days** $639,843 *Estimated due to IC reporting issues ** ADA Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

18 Current Responses to Discipline Referrals* The following figure is an illustration of the current responses to disciplinary referrals for bullying and disruptive behavior. Disruptive behavior is the most frequently cited discipline event in schools. As show, there are currently restorative/inclusive responses occurring in schools, however, the majority response to Disruptive Behavior (60%), fighting (82%) and bullying (66%) falls towards the punitive/exclusionary end of the continuum. The data reflects what is being reported in Infinite Campus (IC) by the schools and cannot speak to other interventions that might take place prior to entry into IC. For example, student conferencing may occur prior to being given in school suspensions. Restorative/Inclusive Discipline Continuum Punitive/Exclusionary Peer mediation Conflict resolution Conferencing Constructive Assignment Verbal reprimand Letter/Call Detention Team /office Time Out Saturday School In School Suspension Out of School Suspension STOP Bus Suspension Disruptive Behavior 10% 6% 21% 47% 13% Fighting < 1% 2% 9% 11% 71% Bullying 12% 7% 11% 28% 38% Figure 1. Current JCPS Responses to Discipline Referrals by Referral Type Notes: 1. data entry quality/accuracy into IC varies by school.2. The percentages do not add up to 100 as there are discipline resolutions that are left by those entering the data at the school level. Teacher Perceptions of Discipline from the 2011 TELL Survey The TELL survey) was administered through an online system by the Kentucky Department of Education to all JCPS teachers in The following are highlights around from the teachers perceptions of student conduct and disciplinary procedures. 39% of teachers do not agree that students follow rules of conduct at school 37% of teacher do not agree that school administrators consistently enforce rules for student conduct 17 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

19 31% of teachers spend between 3 10 hours each week addressing student discipline issues 28% of teachers do not agree that school administrators support teachers efforts to maintain discipline in the classroom Current Student Perceptions of Discipline The following data was collected using the Safe and Drug Free Survey (Spring 2012). The survey is administered to all middle and high school students. Three new items were added to the survey around discipline fairness as a result of the research literature indicating the relationships between perceptions of fairness and student outcomes (both academic and non academic). Absenteeism and Dropout rates are lower in schools where in schools where students feel safe and perceive discipline to be fair and effective Bryk, A., & Thum, Y.M. (1989) The need for clarity in behavioral expectations and rules, and fairness in the implementation of discipline, are common themes in the research and policy literature on both delinquency and academic performance (Welsh et al. 2000). Fairness of school discipline policies was one of the factors identified as fostering academic resilience Catterall (1998). The fairness of rules and their enforcement is one of the measures typically used in assessing school connectedness (Libbey 2004). Results of the Safe Drug Free Student Survey (N=44,641)* Survey Item Punishments for student misbehavior at this school are fair Students at this school understand expectations for their behavior Students receive the same punishments for breaking the same rules % Students that Agree 58.90% 68.10% 62.60% (* additional analysis will be conducted examining relationships between attendance and discipline, and perceptions via the current survey construct at the school level) 18 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

20 Current JCPS programs and structures in place that could support restorative practices The following list contains some program and structures that currently exist in some JCPS schools (not exhaustive list). As with all programs, implementation levels vary by school, program, and classroom. There is currently no way to assess coverage of programs across schools in JCPS. While some schools may have multiple structures and programs from the list below, other schools may have few to none. Use of such programs/structures does not imply those implementing have had training in restorative justice practices It is important to note that coverage, quality and impacts of the current system of student conduct support and discipline is not formally assessed as a whole. Examples of school wide structures and practices currently in place in some JCPS schools Advisory meetings (High School) CARE circles (Elementary and Middle) School Climate Committees Response to Intervention (RTI) Menu of Prevention/Intervention Supports Staff Trainings and student programs that emphasize school culture, relationships and social skills SDFS student assessment center Examples of program currently in some JCPS schools: Conflict resolution Conferencing with Students Peer mediation Steps to Respect (SDFS) Peer Jury/Teen Court Bully prevention program (Steps to Respect) and other SDFS programs SPAVA (Aggression and Violence Prevention) Cultural Competence Counseling groups CEIS funded programs o o o Student Opportunity Support (high) Home/School Liaisons (Middle) Success Coaches (Elementary) Teaching and Learning Collaborative 19 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

21 Appendix A Baltimore City Public Schools Code of Conduct (attached) Appendix B Restorative Practices Whole School Implementation (attached) 20 Data Management, Planning & Program Evaluation. RR.DD.jv.05/2012

22 Appendix A CREATING GREAT SCHOOL COMMUNITIES BALTIMORE CITY PUBLIC SCHOOLS CODE OF CONDUCT

23

24 Table of ConTenTs Section 1 - Introduction Letter from the CEO and Board Chair Description of the Student Code of Conduct... 5 Code of Conduct Philosophy... 5 Code of Conduct Principles Section 2 - Forms to Return to your School Acknowledgement of Receipt: Code of Conduct Student Acknowledgement of Technology Acceptable Use Policy Bullying, Harassment or Intimidation Reporting Form Section 3 - Rights and Responsibilities of the School Community Students School Staff and Principals City Schools' Central Office Parents and Guardians Section 4 - Disciplinary Responses Intervention Strategies Suspension and Expulsion Key Terms Inappropriate and Disruptive Behaviors: Levels of Response and Levels of Intervention Section 5 - Policies and Codes School Level Implementation of City Schools' Dress Code Technology Acceptable Use Policy for Students Technology Policy Terms and Conditions Glossary of Terms Student Code of Conduct

25 letter from The Ceo and board Chair August 30, 2010 Dear School Communities: Together, we have built tremendous momentum in Baltimore City Public Schools. And as we head into the school year, a top priority for City Schools will be making sure all of our schools are homes to healthy learning communities, where instruction is rich and engaging; respect among and between students, parents and staff is strong; and students feel welcome and safe. Every member of a school community student, parent, teacher, principal, community partner has an important role to play in creating these communities for our kids. To guide us all in this effort, City Schools publishes and distributes an annual code of conduct. This year s code, Creating Great School Communities: Baltimore City Public Schools Code of Conduct, is a collaborative piece of work that reflects the ideas and values of the many different members of the City Schools family. It lays out clearly the expectations we, as a community, must honor, have for ourselves and one another. Please read and use this year s code as you work to make the climate of your school community conducive to great teaching and learning. Also use it to lead and inform discussions with your fellow school community members throughout the school year. Continuing our work together, we will create an entire system of great schools for our great kids. Sincerely, Sincerely, Andrés A. Alonso, Ed.D. CEO, Baltimore City Public Schools Neil E. Duke, Esq. Chair, Baltimore City Board of School Commissioners 4 Baltimore City Public Schools

26 Code of ConduCT introduction Description of the Student Code of Conduct Creating Great School Communities: Baltimore City Public Schools Code of Conduct describes student behavior that is considered inappropriate or disruptive by City Schools. It also provides a range of procedures that may be used to prevent such behavior, and interventions and disciplinary responses that may be used if students engage in inappropriate or disruptive behavior. Prevention techniques emphasize teaching correct behavior and rewarding good behavior. City Schools is committed to practices and programs that create rewards, incentives and emphasizes positive feedback for students who exhibit appropriate, non-disruptive behavior. City Schools also supports the use of intervention procedures that provide students with guidance, direction and support for success in school. When practical, a combination of prevention and intervention procedures should generally be used before any disciplinary responses are invoked. Code of Conduct Philosophy City Schools is committed to providing an environment where teaching and learning take place every day in safe and orderly schools, and where students, school staff and principals are valued and can succeed. Schools are safe when they have: A clear vision that the entire school community supports and owns Instructions that reach all students and addresses their academic and behavioral needs Supports for students who are dealing with serious challenges in their homes and communities Training and resources for teachers, staff and students so that they can resolve conflicts peacefully and respectfully Clear rules that everyone in the school understands and enforces Support from parents and communities To make sure that schools are safe for students, City Schools believes that: The school community (students, parents, guardians, school staff and principals) must work together to prevent inappropriate or disruptive behavior by encouraging good behavior and giving students a variety of opportunities to explore their interests When students engage in inappropriate or disruptive behavior, school staff and principals should use a variety of interventions to teach students appropriate behavior and correct any harm that resulted from the behavior In rare cases where students are suspended or expelled from school because of inappropriate or disruptive behavior, students may be provided with schoolwork to complete or be referred to other educational settings where they will continue to learn 5

27 Code of ConduCT introduction Creating Great School Communities: Baltimore City Public Schools Code of Conduct was developed to ensure that students and all members of City Schools communities learn and engage in appropriate behavior that supports student success in life and in society. The code is for the entire school community and it lays out City Schools expectations for students, parents, guardians and school-based staff; lists; and describes the inappropriate and disruptive behaviors that are unacceptable in school settings. Because City Schools is committed to correcting inappropriate behaviors and promoting appropriate behaviors within its school settings so that students may remain in school and learn, the code includes prevention and intervention strategies to be used, as appropriate, with any disciplinary response. City Schools recognizes that additional steps must be taken when students with disabilities are disciplined. The code requires school staff and principals to follow Baltimore City Board of School Commissioners policies, the administrative regulations of the CEO and state and federal laws concerning the discipline of students with disabilities, including the procedures for determining manifestation, conducting functional behavior assessments and developing behavior intervention plans. City Schools is also committed to using this code fairly and without discrimination based on a student s race, ethnicity, national origin, gender, sexual orientation, 504 plans or religion. Code of Conduct Principles In order to create a positive learning environment for all students, it is necessary to establish clear behavioral expectations for everyone in City Schools to follow. Creating Great School Communities: Baltimore City Public Schools Code of Conduct is based on six principles. Listed below, these principles provide an important foundation to guide behavior, both individually and in interpersonal relationships. Lessons relating to the six principles are taught to every student in September of each school year to ensure students understand their importance and their relationship to the code of conduct. If students abide by these principles, they will contribute to a positive learning environment. Principles 1. I respect others and myself. I am kind and courteous. I demonstrate positive verbal and nonverbal communication and positive behavior 2. I am responsible for my behavior and its consequences 3. I come to school on time, focused and prepared to work 4. I demonstrate behaviors that promote a clean, safe and civil learning environment 5. I respect school property and the property of others 6. I present myself in an appropriate and orderly fashion at all times and in all settings I demonstrate personal honor and integrity at all times 6 Baltimore City Public Schools

28 acknowledgement of receipt: Code of ConduCT Please sign one form for each Baltimore City Public Schools student in your household and return it to your child s school. (Note: Failure to sign and return this form to the school does not relieve the student from the responsibility of conforming to City Schools code of conduct.) I have received a copy of Creating Great School Communities: Baltimore City Public Schools Code of Conduct. Child S name (PleaSe Print) Child S SChool (PleaSe Print) name of Parent or Guardian (PleaSe Print) SiGnature of Parent or Guardian date Student Code of Conduct

29 student acknowledgement of TeChnology acceptable use policy As a student user of the Baltimore City Public Schools communications systems, I agree to fully comply with the Technology Acceptable Use Policy, set by the Baltimore City Board of School Commissioners, found on pages 31 and 32 of this booklet. I am aware that City Schools reserves the right to review, audit, intercept, access and disclose all matters of its electronic communications systems at any time. I understand that if I fail to comply with the Acceptable Use Policy, I may be subject to City Schools disciplinary action and/or any applicable legal penalty. SiGnature of Student user date I have reviewed this policy with my child. I understand that my child and I may be held liable for violations. I accept responsibility to assist in conveying to my child the standards for students when using City Schools communications systems. SiGnature of Parent or Guardian date 8 Baltimore City Public Schools

30 bullying, harassment or intimidation reporting form This form is to be confidentially maintained in accordance with the Family Educational Rights and Privacy Act, 20 U.S.C. 1232g. Directions: Bullying, harassment and intimidation are serious and will not be tolerated. This is a form to report alleged bullying, harassment or intimidation that occurred in the current school year on school property; at a school-sponsored activity or event off school property; on a school bus; or on the way to or from school. If you are a student victim, the parent or guardian of a student victim, a close adult relative of a student victim or a school staff member, and you wish to report an incident of alleged bullying, harassment or intimidation, complete this form and return it to the principal at the student victim s school. Contact the school for additional information or assistance at any time. Bullying, harassment or intimidation means intentional conduct including verbal, physical, or written conduct, or an intentional electronic communication that: (I) creates a hostile educational environment by substantially interfering with a student s educational benefits, opportunities or performance, or with a student s physical or psychological well-being and is: (i) motivated by an actual or a perceived personal characteristic including race, national origin, marital status, sex, sexual orientation, gender identity, religion, ancestry, physical attribute, socioeconomic status, familial status or physical or mental ability or disability; or (ii) threatening or seriously intimidating; and (II) (i) occurs on school property, at a school activity or event, or on a school bus; or (ii) substantially disrupts the orderly operation of a school. Electronic communication means a communication transmitted by means of an electronic device, including a telephone, cellular phone, computer or pager. Person Reporting Incident Place an X in the appropriate box: Student Student (Witness/Bystander) Parent or Guardian Close Adult Relative School Staff name telephone 1. Name of student victim (Please Print) Age 2. Name(s) of alleged offender(s) if known (Please Print) Age School (if known) Is he/she a student? Yes No Yes No Yes No 3. On what date(s) did the incident happen? month day year month day year month day year month day year 9

31 4. Place an X next to the statement(s) that best describes what happened (choose all that apply): 7. Why did the bullying, harassment or intimidation occur? (Attach a separate sheet if necessary) Any bullying, harassment or intimidation that involves physical aggression Getting another person to hit or harm the student Teasing, name-calling, making critical remarks or threatening, in person or by other means Demeaning and making the victim of jokes Making rude and/or threatening gestures Excluding or rejecting the student Intimidating (bullying), extorting, or exploiting Spreading harmful rumors or gossip Electronic Communication (specify) 8. Did a physical injury result from this incident? Place an X next to one of the following: No Yes, but it did not require medical attention Yes, and it did require medical attention Other (specify) 5. Where did the incident happen? (choose all that apply) 9. If there was a physical injury, do you think there will be permanent effects? Yes No On school property At a school-sponsored activity or event off school property On a school bus On the way to/from school (Will be collected unless specifically excluded by local board policy) 6. What did the alleged offender(s) say or do? (Attach a separate sheet if necessary) 10. Was the student victim absent from school as a result of the incident? Yes No If yes, how many days was the student victim absent from school as a result of the incident? 11. Did a psychological injury result from this incident? Place an X next to one of the following: No Yes, but psychological services have not been sought Yes, and psychological services have been sought 12. Is there any additional information you would like to provide? (Attach a separate sheet if necessary) SiGnature date 10

32 rights and responsibilities of The school CommuniTy Student Rights and Responsibilities Students have the right to: 1. Attend school and receive a free and appropriate public education from age five to 21, as provided by law 2. Be taught in a safe learning environment 3. Be treated courteously, fairly and respectfully by other students and school staff 4. Receive a written copy of select district and school policies and procedures at the beginning of the school year 5. Bring complaints or concerns to the school principal or staff 6. Request or challenge in writing an explanation of anything in their education records 7. Be told, orally and in writing, the reason(s) for any disciplinary decisions 8. Receive information about the procedures for appealing disciplinary decisions 9. Have a parent or guardian attend applicable disciplinary conferences and hearings 10. Have school staff or an administrator present when police are called, and have a parent or guardian notified of the nature of the investigation and other details as appropriate, unless the situation involves child abuse or neglect Students have the responsibility to: 1. Attend school daily, be prepared for class and complete assignments to the best of their ability 2. Know and obey school rules and instructions given by the school principal and staff 3. Tell school staff about any dangerous behavior or activity that occurs on school grounds, or off school grounds that may result in disruption to the educational setting 4. Bring only those materials to school that are allowed 5. Behave respectfully toward everyone in the school community 6. Keep parents or guardians informed of school-related issues and supply materials provided by City Schools Student Code of Conduct

33 rights and responsibilities of The school CommuniTy School Staff and Principal Rights and Responsibilities School staff and principals have the right to: 1. Work in a safe and orderly environment 2. Be treated courteously, fairly and respectfully by students, parents or guardians and other school staff 3. Communicate concerns, suggestions and complaints to City Schools central office 4. Receive professional and supportive development training 5. Receive the necessary resources for quality instruction 6. Modify instruction, if consistent with the policies of the Board of School Commissioners, system regulations School staff and principals have the responsibility to: 1. Attend work daily, be punctual and use well-planned, creative and engaging instructional plans every day 2. Maintain safe and orderly schools by using prevention and intervention strategies, and by following City Schools code of conduct 3. Be respectful and courteous to students, parents and guardians serving as role models for students 4. Be knowledgeable about the policies of the Board of School Commissioners and CEO administrative regulations and rules, and to enforce them fairly and consistently 5. Be knowledgeable about federal and state laws and regulations about the disciplinary process for students with disabilities 6. Communicate policies, expectations and concerns, and respond to complaints or concerns from students and parents or guardians in a timely manner and in a language they understand 7. Make sure that students are referred to the appropriate committees, departments, offices, divisions, agencies and organizations when outside support is necessary 8. Keep parents and guardians informed of student academic progress and behavior, create meaningful opportunities for their participation and regular communication in a language they understand 9. Provide makeup work for students with lawful absences, including those students who are absent for disciplinary reasons 10. Participate in required professional development opportunities 12 Baltimore City Public Schools

34 rights and responsibilities of The school CommuniTy City Schools' Central Office Responsibilities City Schools' Central Office has the responsibility to: 1. Create and implement policies and procedures that encourage safe and orderly schools for all students, school staff and principals 2. Protect the legal rights of school staff, principals, students and parents or guardians 3. Be courteous, respectful and fair with students, parents or guardians, school staff and principals 4. Provide a broad-based and varied curriculum to meet individual school needs 5. Inform the community, students, parents or guardians, school staff and principals about policies of the Board of School Commissioners 6. Ensure the protection of legal rights of students with disabilities 7. Provide staff that are trained to meet the needs of students 8. Provide support and professional development training to school staff and principals to help them support students 9. Support school staff and principals in the fulfillment of their disciplinary responsibilities as defined by City Schools code of conduct 10. Contact and involve parents or guardians on disciplinary issues Student Code of Conduct

35 rights and responsibilities of The school CommuniTy Parent and Guardian Rights and Responsibilities Parents and guardians have the right to: 1. Be actively involved in their children s education 2. Be treated courteously, fairly and respectfully by all school staff and principals 3. Get information about the policies of the Board of School Commissioners and procedures that relate to their children s education 4. Get regular reports, whether written or oral, from school staff regarding their children s academic progress or behavior, including but not limited to report cards, behavior progress reports and conferences 5. Receive information and prompt notification of inappropriate or disruptive behaviors by their child, and any disciplinary actions taken by school staff or principals 6. Receive information about due process procedures for disciplinary matters concerning their child, including information on conferences and appeals 7. Receive information from staff about ways to improve their child s academic or behavioral progress, including but not limited to counseling, tutoring, after-school programs, academic programs and mental health services within City Schools and the community 8. Receive information about services for students with disabilities and English Language Learners when applicable 9. Receive communications through translators provided Parents and guardians have the responsibility to: 1. Make sure their child attends school regularly and on time, and let schools know why their child is absent 2. Tell school officials about any concerns or complaints in a respectful and timely manner 3. Work with school staff and principals to address any academic or behavioral problems their child may experience 4. Support City Schools by being a role model for their child, talking with their child about school and expected behavior 5. Read and become familiar with the policies of the Board of School Commissioners, CEO administrative regulations and this code of conduct 6. Give updated contact information to City Schools and their child s individual school 7. Give their child a space to complete their homework or allow participation in after-school programs that permit the completion of homework 8. Be respectful and courteous to staff, other parents, guardians and students while on school premises 14 Baltimore City Public Schools

36 disciplinary responses: intervention strategies To help students conduct themselves appropriately, Creating Great School Communities: Baltimore City Public Schools Code of Conduct provides a list of prevention and intervention strategies that may be used prior to or in addition to any disciplinary response to student behavior. Examples of prevention and intervention strategies include: Behavioral Intervention Plan: A proactive plan designed by school staff to correct inappropriate or disruptive student behavior through positive behavioral interventions, strategies and supports. This plan is appropriate for students with and without disabilities. Community Conferencing: Allows students, school staff and others involved in a conflict to discuss the conflict, how it affected them and to propose solutions Community Service: Allows students to participate in some sort of activity to serve and benefit the community. Examples include working at a soup kitchen, cleaning up public spaces, helping at a facility for the aged, etc. Conference: Involves students, parents, guardians, teachers, school staff and principals in discussion about student misbehavior and potential solutions that address social, academic and personal issues related to the behavior Conflict Resolution: Conflict resolution empowers students to take responsibility for peacefully resolving conflicts. Students, parents, guardians, teachers, school staff and principals engage in activities that promote problem-solving skills and techniques, such as conflict and anger management, active listening and effective communication. Functional Behavior Assessment: Involves gathering information about a student s inappropriate or disruptive behavior and determining approaches that school staff should take to correct or manage student behavior. This information is used to develop a Behavioral Intervention Plan for the student. Individualized Education Program (IEP) Teams: Groups of individuals who are responsible for: identifying and evaluating students with disabilities; developing, reviewing and revising IEPs for students with disabilities; Functional Behavior Assessments and Behavior Intervention Plans; and determining the placement of students with disabilities in a least restrictive environment Mentoring Program: Students are paired with mentors (a counselor, teacher, fellow student or community member) who helps their personal, academic and social development Parent Outreach: Requires school staff to inform parents or guardians of their children s behavior and seek their assistance in correcting inappropriate or disruptive behavior. Parent outreach can include a request for parents to accompany students to school via written or telephone communications that keep them aware of the student's behavior, task completion and achievement. Student Code of Conduct

37 disciplinary responses: intervention strategies Peer Mediation: This is a form of conflict resolution in which students help other students deal with and develop solutions to conflicts Referral to Appropriate Substance Abuse Counseling Services: Students with behavior related to substance abuse or when there is reason to believe substance abuse counseling is needed, are referred to school-based or community-based services Referral to Community-Based Organizations: Students can be referred to community-based organizations for a variety of services, including afterschool programming, individual or group counseling, leadership development, conflict resolution and tutoring Referral to School-Based Health and Mental Health Clinics or Other Social Services: These services provide counseling and assessments to students in need. Students are encouraged to privately share issues or concerns that lead to inappropriate or disruptive behavior or negatively affect academic success. In counseling sessions, students discuss goals and learn techniques that help them overcome personal challenges. Parents are to be regularly informed of student progress during counseling sessions and at school. Sessions can also involve family members or can be done in groups. Restorative Justice Strategies: These are interventions designed to identify and address the harm caused by an incident, and to develop a plan to heal and correct the situation Student Support Team: Usually consists of teachers, school principals, social workers, nurses, mental health clinicians, psychologists, external agency representatives and a Safe and Drug Free School representative, who help develop prevention and intervention techniques and alternative strategies that ultimately lead to student success. When student behavior requires intervention, parents, school staff and the principal may request that the Student Support Team develop a plan to address the behavior. If the behavior does not improve after implementation, timely review and revision of the plan, the Support Team can request a placement review through the Central Student Support Team which may lead to an alternative placement not exceeding 45 days. 16 Baltimore City Public Schools

38 disciplinary responses: suspension and expulsion In certain circumstances, disciplinary responses that remove students from the classroom or school environment may be necessary. In these cases, City Schools goal is to make sure that students continue their education, learn how to behave appropriately and correct any harm they may have caused. Responses include: In-School Suspension: The exclusion of a student within the school building from his or her regular education program for up to, but not more than, three days per incident, and no more than five days per semester Short-Term Suspension: The removal of a student from school for up to but not more than 10 school days. Short-term suspensions over five school days must be approved by the CEO. Extended Suspension: The temporary removal of a student from school for a specified period of time longer than 10 school days but not more than 45 school days by the CEO or the CEO s designee. A student may be referred for extended suspension if his or her presence in school presents a danger or severe disruption, additional time is needed to further investigate the incident or a recommendation to expel the student has been made. Expulsion: The removal of a student from his or her regular school program by the CEO or his designee for more than 45 schools days. A student may only be recommended for expulsion if an extended suspension is inadequate to address the behavior; the behavior has seriously endangered the health, welfare or safety of other students or school personnel; or the student s continued presence in the school constitutes a significant safety risk. An expulsion may be permanent if the behavior results in serious injury or places others in substantial risk of serious injury or death. Alternative Educational Placement: Placement within an alternative educational program within a school is the same as in-school suspension with services or in-school suspension without services. General education students may be recommended for an alternative educational placement while on expulsion for behavior that has seriously endangered the health, welfare or safety of other students or school staff. Students on suspension or expulsion are not permitted to remain in school without an alternative educational placement plan. Alternative Educational Setting: This setting can be inside or outside a school that enables students with IEPs to continue to progress in the general curriculum, and to continue to receive special education, related services and accommodations needed to meet the goals of their IEPs Student Code of Conduct

39 disciplinary responses: suspension and expulsion Suspension Facts for Parents Parents are entitled to written notification any time their children are removed from the classroom or school for disciplinary reasons. A removal without paperwork is illegal and is defined below. Illegal or Undocumented Suspensions If your child comes home prior to the end of the school day without a letter informing you of the reason for, and the length of, the suspension immediately contact the principal. Do not give the school permission to send your child home for the day because he or she is misbehaving. Contact the school if your child is sent home without written notification. If the problem is not resolved, call the Safety Hotline at SAFE (7233). Students are entitled to a conference with the school staff and principal when they are removed from the classroom or school for disciplinary reasons Students must be given an opportunity to tell their side of the story before being placed on in-school, short-term or proposed extended suspension Schools must provide parents with a list of community resources every time students are suspended from school Students are entitled to make up work when they are excluded from school It is the parent's responsibility to make arrangements with the school to obtain makeup work It is the student's responsibility to complete makeup work in a timely manner Students cannot be suspended for more than 5 consecutive school days without the CEO s approval City Schools Office of Suspension Services represents the CEO in processing extended suspension and expulsion decisions The school must submit a written report to the Office of Suspension Services when recommending an extended suspension or expulsion A suspension conference will be scheduled at the Office of Suspension Services for students and parents within 10 school days of the first day of removal Students and parents have a right to appeal the decision to remove the student on an extended suspension or expulsion Students with disabilities cannot be removed from school for more than 10 consecutive or cumulative school days without an IEP team meeting Students must be admitted to school on the assigned reinstatement date without regard to parent's appearance for a conference with the school principal For more information about student disciplinary responses, Board Policy JKA: Student Discipline and regulations JKA-RA through JKA-RE are available at To speak with a staff member regarding suspension and expulsion, call City Schools Office of Suspension Services at

40 disciplinary responses: key Terms Appeals In accordance with the Baltimore City School Board of School Commissioners policy, students can appeal an extended suspension of more than 10 days or an expulsion after a conference with the Office of Suspension Services. Discipline Policy and Administrative Regulations: City Schools code of conduct was written in accordance with the policies of the Board of School Commissioners, CEO administrative regulations and Maryland law and regulations. Distribution of City Schools Code of Conduct City Schools must post the code in a visible area on the district s web site and in each individual school. Schools must provide each student with a personal copy. It shall be available in a language that parents and guardians understand. Parents and guardians may contact the principal or the principal s designee if additional assistance is needed. Incorporation by Reference The Family Information Guide is incorporated by reference in this document. In the event of any conflict between Creating Great School Communities: Baltimore City Public Schools Code of Conduct and the Family Information Guide, the code of conduct should be followed. Makeup Work When students are removed from class because of inappropriate or disruptive behavior, school staff must provide students with missed assignments and the opportunity to make up those assignments without penalty. Students with Individualized Education Programs (IEPs) and 504 plans have additional protections that may require full IEP implementation, not just homework packets. School staff should refer to their Administrator s Student Discipline Handbook and the Baltimore City Public Schools Special Education Compliance Manual for more information on the discipline of students with disabilities. Student Code of Conduct

41 disciplinary responses: key Terms School Police City Schools code of conduct identifies certain inappropriate or disruptive behaviors that may be considered a danger to the health, safety and welfare of the school community. When these behaviors occur City Schools Police must be notified. If school staff or principals are unsure of whether to contact school police, they should contact the City Schools' Office of Suspension Services at If and when school staff or principals take steps to contact school police, parents or guardians of the affected student must be notified immediately. To report illegal or undocumented suspensions or concerns regarding school safety, call SAFE (7233). Use of the Code of Conduct for Off-site Behavior The code of conduct applies to all students and school personnel at all times while they are on City Schools' property during school hours, before and after school, while traveling on vehicles funded or owned by City Schools and at any school-sponsored event, including field trips. Incidents that occur off school grounds are generally not addressed by City Schools or its code of conduct, except for those incidents that occur during students' regular route to and from school, in school-sponsored activities or within a reasonable time before and after school or school activities. If it has been determined that students have engaged in cyberbullying during non-school hours and the behavior seriously impacts the climate and safety of other students in the school, City Schools may implement intervention or disciplinary responses included in its code of conduct. Youth in Crisis The Maryland Youth Crisis Hotline is a 24 hour toll-free hotline ( ) designed to meet the needs of troubled young persons and youth in crisis. The Hotline provides help for problems such as drug and alcohol abuse, physical and sexual abuse, depression, loneliness, relationship difficulties and many other issues. 20 Baltimore City Public Schools

42 inappropriate and disruptive behaviors Levels of Response When students are disruptive or act inappropriately, school staff and principals respond logically, appropriately and consistently. Creating Great School Communities: Baltimore City Public Schools Code of Conduct divides the responses to inappropriate and disruptive behaviors into four levels. Each inappropriate or disruptive behavior is assigned to one or more levels of intervention and responses. School staff and principals should use only the levels suggested below for each behavior. If the inappropriate or disruptive behavior is assigned to two or more levels, then the lowest level of intervention and disciplinary response should be used first. For example, if a student refuses to follow directions, school staff and principals should first use intervention strategies and responses in Level 1 before moving to Level 2. When school staff and principals respond to student misbehavior, they are expected to take into account: the age, health, decision-making ability and disability or special education status of the student; the appropriateness of the student s academic placement; the student s prior conduct and record of behavior; the student s willingness to repair the harm; the seriousness of the offense and the degree of harm caused; and the impact of the incident on the school community. Student Code of Conduct

43 levels of interventions and disciplinary responses ExAMPlES OF ClASSROOM InTERvEnTIOnS AnD RESPOnSES these interventions aim to teach and correct alternative behavior so students can learn and demonstrate safe and respectful behavior. teachers are encouraged to try a variety of teaching and classroom management strategies Level 1 Contact Parent Via telephone, or text message Verbal Correction reminders and redirection (i.e. role Play) Written reflection or apology Seat Change Parent or Guardian Conference Parent or Guardian accompany Student to School daily Progress Sheet on Behavior in-class time-out establish Buddy teacher System loss of Classroom Privileges teacher or Student Conference detention ExAMPlES OF STuDEnT SuPPORT TEAM InTERvEnTIOnS AnD RESPOnSES these interventions often involve support staff, both school-based and within the broader community, and aim to engage the student s support system to ensure successful learning and consistency of interventions, and change the conditions that contribute to the student s inappropriate or disruptive behavior. Parent or Guardian notification Community Conferencing mentoring Program Peer mediation referral to iep team functional Behavioral assessment referral to School-based health or mental health Clinic referral to after-school Program Service to School Conflict resolution restorative Justice Community mediation Short-term Behavioral Progress reports Behavioral intervention Plan referral to Community organization develop 504 Plan ExAMPlES OF InTEnSIvE SuPPORT STAFF AnD ADMInISTRATIvE InTERvEnTIOnS AnD RESPOnSES these interventions can involve the school administration and aim to correct behavior by stressing the seriousness of the behavior while keeping the student in school. Level 2 Change in Schedule or Class Parent or Guardian notification r estorative Justice Strategies, including School and Community Service loss of Privileges restitution detention Conflict resolution Peer mediation reprimand by appropriate administrator referral to SSt and when needed iep team revision to iep (for students with disabilities) Community Conferencing in-school Suspension assignment of Work Projects mentoring Level 3 ExAMPlES OF SuSPEnSIOn AnD REFERRAl RESPOnSES these interventions may involve the short-term removal of a student from the school environment because of the severity of the behavior. the duration of the short-term suspension, if issued, is to be limited as much as practicable while adequately addressing the behavior. Parent or Guardian notification Short-term Suspension (one-five days) referral to SSt referral to Substance abuse Counseling referral to the twilight and Credit recovery Program referral to iep team (Students with disabilities) revision to iep (Students with disabilities) as needed develop fbas and BiPs r eferral to Community organizations, including Community Conferencing and Community mediation ExAMPlES OF ExTEnDED SuSPEnSIOn AnD REFERRAl RESPOnSES these interventions involve the removal of a student from the school environment because of the severity of the behavior. they may involve the placement of the student in a safe environment that provides additional structure to address behavior. these interventions focus on maintaining the safety of the school community and ending self-destructive and dangerous behavior. Level 4 Parent or Guardian notification extended Suspension functional Behavioral assessment Community Conferencing referral to Community organizations expulsion (serious behavioral infractions) referral to iep team (Students with disabilities) for manifestation determination alternative educational Placement by office of Suspension Services Behavioral intervention Plan Community mediation referral to Substance abuse Counseling Permanent expulsion (currently under review by the Board of School Commissioners) 22 Baltimore City Public Schools

44 inappropriate and disruptive behaviors and levels of response key: use lowest level indicated first level 1: Classroom Support and Student Support team may be appropriate when student has no prior incidents and interventions have not been put in place. level 3: Suspension and referral may be appropriate when interventions and supports have been put in place but the behavior is escalating (repeated offenses) level 2: intensive Support Staff and appropriate administration may be appropriate when supports have been put in place in the classroom to address behavior but the behavior has continued to negatively impact the learning of the student and others level 4: extended Suspension, expulsion, and referral may be appropriate when student s behavior seriously impacts the safety of others in the school. ABSEnCES (103) Inappropriate or Disruptive Behavior Level 1 Level 2 Level 3 Level 4* unexcused absence from School Persistent or excessive absences from School h abitual truancy (e.g. unlawfully absent from school for a number of days in excess of 15%, or 14 days, within any marking period, semester, or year) ACADEMIC DISHOnESTy* (801) (e.g. cheating or plagiarizing) Students may receive a failing grade for that assignment AlCOHOl* (201) under the influence u sing, Possessing, distributing or Selling (*School staff is required to refer students to appropriate substance abuse counseling) ATTACk On STuDEnT (402) n o injury (no visual, physical injuries; includes incidents of domestic violence or relationship disputes) Bodily injury for pre-k to Grade 4 Bodily injury for Grades 5 to 12 (If administrators think Level 4 is warranted for students in Grade 5 to Grade 12, they must contact the executive directors of elementary or secondary schools, or student support services before giving Level 4 consequences) Must be Referred to School Police only repeat infractions that reach level 4 may be reported to Police only repeat infractions that reach level 4 may be reported to Police BOMB THREAT (502) Pre-k to Grade 4 Grades 5 to 12 BullyIng, InCluDIng CyBERBullyIng AnD gang-related InCIDEnTS (407) i ntentional conduct, including verbal, physical or written conduct, or electronic communication that is threatening or seriously intimidating and substantially disrupts the orderly operation of a school Serious Bullying is defined as repeatedly over time engaging in intentional negative behaviors that adversely affect another student s ability to participate in or benefit from the school s education or extracurricular programs. BuS violations (705) m inor disruption on the bus (e.g., eating, drinking, being too loud, standing) Serious disruption on the bus ClASS CuTTIng (101) failure to appear or attend a scheduled class * expulsions may be permanent for serious offenses. Student Code of Conduct

45 inappropriate and disruptive behaviors and levels of response key: use lowest level indicated first level 1: Classroom Support and Student Support team may be appropriate when student has no prior incidents and interventions have not been put in place. level 3: Suspension and referral may be appropriate when interventions and supports have been put in place but the behavior is escalating (repeated offenses) level 2: intensive Support Staff and appropriate administration may be appropriate when supports have been put in place in the classroom to address behavior but the behavior has continued to negatively impact the learning of the student and others level 4: extended Suspension, expulsion, and referral may be appropriate when student s behavior seriously impacts the safety of others in the school. Inappropriate or Disruptive Behavior Level 1 Level 2 Level 3 Level 4* ClASSROOM DISRuPTIOn (704) talking out in class or talking out of turn, throwing objects, picking on, bothering, or teasing other students, and other behavior that distracts from student learning 1-2 day suspension maximum Must be Referred to School Police DEFIAnCE OF AuTHORITy OR InSuBORDInATIOn (non-violent OR non-physical) failure to follow directions (807) failure to respond to School Staff Questions or requests (702) DISRESPECTFul BEHAvIOR (701) m aking inappropriate gestures, symbols, or comments, or using profane or offensive language u sing verbal insults or put-downs, or lying to, misleading or giving false information to school staff DRESS CODE violation (807) refer to dress code standards listed on pages day suspension maximum 1-2 day suspension maximum 1-2 day suspension maximum 1-2 day suspension maximum DRugS OR COnTROllED SuBSTAnCES* (at school, school-sponsored activities or when involved in incidents affecting the safety or welfare of the school community) under the influence (203, 892) using or possessing (203, 892) distributing or selling (203, 891) * School staff is required to refer students to appropriate substance abuse counseling. ExTORTIOn (406) (e.g., taking or attempting to take from another money or property by threat of force, express or implied) Pre-k to Grade 4 Grades 5 to 12 FAlSE ACTIvATIOn OF A FIRE AlARM* (502) Pre-k to Grade 4 Grades 5 to 12 *Students are required to complete a fire safety class. only repeat infractions that reach level 4 may be reported to Police 24 Baltimore City Public Schools * expulsions may be permanent for serious offenses.

46 inappropriate and disruptive behaviors and levels of response key: use lowest level indicated first level 1: Classroom Support and Student Support team may be appropriate when student has no prior incidents and interventions have not been put in place. level 3: Suspension and referral may be appropriate when interventions and supports have been put in place but the behavior is escalating (repeated offenses) level 2: intensive Support Staff and appropriate administration may be appropriate when supports have been put in place in the classroom to address behavior but the behavior has continued to negatively impact the learning of the student and others level 4: extended Suspension, expulsion, and referral may be appropriate when student s behavior seriously impacts the safety of others in the school. FIgHTIng (405) Inappropriate or Disruptive Behavior Level 1 Level 2 Level 3 Level 4* Physical aggression with another Student (e.g., shoving or pushing) minor fighting (e.g., may include incidents resulting in minor injuries) FIRE SETTIng/ARSOn* (501) * Students are required to complete any mandatory classes offered by the Baltimore City Fire Department gambling (807) requiring the use of money or exchangeable goods HAllwAy MISBEHAvIOR (705) running, making excessive noise or loitering 1-2 day suspension maximum Must be Referred to School Police HARASSMEnT BASED On RACE, ETHnICITy, gender, SExuAl ORIEnTATIOn, DISABIlITy, OR RElIgIOn, InCluDIng CyBER HARASSMEnT, AgAInST MEMBERS OF THE SCHOOl COMMunITy (703) minor harassment (e.g., verbal discriminatory actions) Serious harassment (e.g., persistent or long-term harassment) InCITIng OR PARTICIPATIng In DISTuRBAnCE (705) Causing a large disruption to the atmosphere of order and discipline in the school that is necessary for effective learning, outside of general classroom disruption, such as a riot InHAlAnTS* under the influence (202, 892) using or possessing (202, 892) distributing or selling (202, 891) * Medical personnel must be immediately notified if a student is found to be under the influence or using an inhalant. School staff is required to refer students to appropriate substance abuse counseling. PHySICAl COnTACT with SCHOOl PERSOnnEl (401) unintentional physical contact with school personnel a ttack against school personnel: physically attacking an employee of City Schools or other adult, including striking a staff member who is intervening in a fight or other disruptive activity (Pre-k to Grade 4) a ttack against school personnel (Grades 5 to 12) only if School Police officer is not assigned to school only repeat infractions that reach level 4 may be reported to Police only repeat infractions that reach level 4 may be reported to Police * expulsions may be permanent for serious offenses. Student Code of Conduct

47 inappropriate and disruptive behaviors and levels of response key: use lowest level indicated first level 1: Classroom Support and Student Support team may be appropriate when student has no prior incidents and interventions have not been put in place. level 3: Suspension and referral may be appropriate when interventions and supports have been put in place but the behavior is escalating (repeated offenses) level 2: intensive Support Staff and appropriate administration may be appropriate when supports have been put in place in the classroom to address behavior but the behavior has continued to negatively impact the learning of the student and others level 4: extended Suspension, expulsion, and referral may be appropriate when student s behavior seriously impacts the safety of others in the school. Inappropriate or Disruptive Behavior Level 1 Level 2 Level 3 Level 4* PORTABlE ElECTROnIC DEvICES use AT unauthorized TIMES* (802) Must be Referred to School Police u se of cell phones, Pdas, ipods, electronic game devices * On the first infraction, students must only be given a warning. Only after the first infraction can the student be subject to Level 1 responses. On the second infraction, parent notification must occur. PROPERTy DAMAgE, InCluDIng graffiti (806) minor or accidental damage (less than $50) damage to another person's or school property ($50 to $500) damage to another person's or school property (over $500) REFuSAl TO OBEy SCHOOl POlICIES (807) f ailure to comply with school rules, regulations, policies and or procedures, not otherwise defined in the suspension code; includes toy guns that look like toys. SCHOOl EquIPMEnT use without PERMISSIOn (807) 1-2 day suspension maximum use of computers, fax machines, phones, etc. SERIOuS BODIly InJuRy (408) Causing substantial risk of death or causing permanent or serious disfigurement, loss of function of any part of the body, or impairment of the function of any part of the body SExuAl ASSAulT OR OFFEnSE* (601) forced sexual act * School staff is required to refer students to appropriate counseling. SExuAlly-BASED InFRACTIOn Sexual harassment (602) (e.g., unwelcome sexual advances, requests for sexual favors, other inappropriate verbal, written, or physical conduct of a sexual nature) Sexual activity or Sexual misconduct (603) (e.g.,indecent exposure, engaging in sexual activity, etc.) (Pre-k to Grade 4) Sexual activity or Sexual misconduct (603) (Grades 5 to 12) TARDInESS (102) Persistent or excessive tardiness to class or school TECHnOlOgy ACCEPTABlE use POlICy violation (807) Please refer to pages of this code for details 26 Baltimore City Public Schools * expulsions may be permanent for serious offenses.

48 inappropriate and disruptive behaviors and levels of response key: use lowest level indicated first level 1: Classroom Support and Student Support team may be appropriate when student has no prior incidents and interventions have not been put in place. level 3: Suspension and referral may be appropriate when interventions and supports have been put in place but the behavior is escalating (repeated offenses) level 2: intensive Support Staff and appropriate administration may be appropriate when supports have been put in place in the classroom to address behavior but the behavior has continued to negatively impact the learning of the student and others level 4: extended Suspension, expulsion, and referral may be appropriate when student s behavior seriously impacts the safety of others in the school. Inappropriate or Disruptive Behavior Level 1 Level 2 Level 3 Level 4* THREAT AgAInST SCHOOl PERSOnnEl written OR verbal (403) Pre-k to Grade 4 Grades 5 to 12 THEFT (803) less than $500 Greater than $500 (it is recommended that the police are not to be contacted for students in pre-k or kindergarten) TOBACCO POSSESSIOn OR use* (204) * School staff is required to refer students to appropriate substance abuse counseling TRESPASSIng (804) Being on school property without permission, including while suspended or expelled, includes breaking and entering Must be Referred to School Police only repeat infractions that reach level 4 may be reported to Police unauthorized SAlE OR DISTRIBuTIOn (805) (e.g., unauthorized or unapproved selling or distributing of not otherwise included in this code items with little monetary value (under $50) items with significant monetary value verbal OR PHySICAl THREAT TO STuDEnT (404) t hreatening or aggressive language or gestures directed toward another student 1-2 day suspension maximum weapons, FIREARMS AnD ExPlOSIvES (at school, school-sponsored activities or when involved in incidents affecting the safety or welfare of the school community) e xplosives (503, 892)* Possession, sale, distribution, detonation or threat of detonation of an incendiary or explosive material or devise including firecrackers, smoke bombs, flares or any combustible or explosive substances or combination of substance or articles, other than a firearm. f irearms (301, 893)* Possession of a firearm as defined in 18 usc 921 of the federal code (e.g., handguns, rifles, shotguns and bombs). o ther guns (302, 893)* Possession of any gun, of any kind, loaded or unloaded, operable or inoperable, including any object that is a lookalike of a gun, other than a firearm (e.g., BB guns, pellet guns, water guns, etc.). o ther weapons (303, 893)* Possession of any implement which could cause bodily harm, other firearm, or other gun. *Expulsion for no less than one calendar year is mandated by state law, but can be modified on a case-by-case basis by the CEO * expulsions may be permanent for serious offenses. Student Code of Conduct

49 policies and Codes School Level Implementation of City Schools Dress Code If the school does not have a uniform policy, generally speaking, students may dress in any style they desire, but there are restrictions: 1. The style of clothes that a student wears may not endanger him- or herself or other students 2. The style of clothes worn may not disrupt the daily school routine 3. Students may be required to wear certain types of clothing, usually for safety reasons, while participating in certain classes such as physical education, shop, chemistry, etc., or in curricular and extracurricular classes or activities such as band, choir, dance, drama, and theater Students must follow the dress code outlined in Creating Great School Communities: Baltimore City Public Schools Code of Conduct and available at Students are responsible for keeping themselves and their clothes neat and clean. Students may wear their hair in any style they choose, provided the hair is kept neat and clean. School Uniforms School uniforms may be required in some schools. In schools where uniforms are required, students are expected to be in uniform to be considered a citizen in good standing in the school community. If there are issues with obtaining uniforms, parents or guardians should contact the school. 28 Baltimore City Public Schools

50 policies and Codes Dress Code The dress code addresses issues related to the safety of students. The dress code represents a cooperative effort between the Board of School Commissioners, the CEO, school staff and principals, teachers, unions, parents and students. Bedtime Apparel No pajama-type attire, undershirts or other bedtime attire is allowed during the school day or during school-sponsored activities. Footwear Footwear such as slippers, thongs, Heelys and flip-flops are not allowed during the school day or during school-sponsored activities. Fur and Leather No real or imitation leather, fur or animal-skin jackets, coats, vests, pants or skirts are allowed. Headwear No hats, hair rollers or hair curlers are allowed during the school day or during school-sponsored activities. Jewelry Because theft and loss are school security concerns, the wearing of precious jewelry in schools is prohibited. Prohibited Items 1. No metal chains, ropes, necklaces, bracelets or rings are allowed 2. No large or extravagant earrings are allowed 3. No multi-fingered rings are allowed Exceptions 4. Wedding rings for married students. (These students will have to supply proof to the school of their marriage.) 5. School rings 6. Non-visible metal religious items 7. Medical identification bracelets Student Code of Conduct

51 policies and Codes Pants Worn at Waist Pants should be worn appropriately at the waist without undergarments showing. Printed Matter on Clothes Apparel with vulgar statements or statements promoting illegal drugs, alcohol, sex, violence or gangs is not allowed. Shorts, Skirts and Tops Shorts and skirts may not be shorter than fingertip length. Halter tops, tank tops, spaghetti straps, muscle shirts or see-through tops are not allowed. Sweat Suits and Jogging Suits No sweat pants or jogging pants with elastic at the bottom of the legs are allowed. No elastic fabric sportswear is allowed. Torn Clothing No clothing designed or altered to expose undergarments or parts of the body except arms or legs is allowed. Underwear No undergarments worn as outerwear are allowed. Clothing should be worn so that undergarments, including boxer shorts, thongs or bras are not exposed. 30 Baltimore City Public Schools

52 policies and Codes Technology Acceptable Use Policy for Students Purpose of Telecommunications Telecommunications extend the classroom and the educational experience beyond the traditional school building by allowing users to access information on local, state, national and international networks for example, the internet. Students must use City Schools telecommunications for educational purposes only and in accordance with City Schools Technology Acceptable Use Policy. Students are allowed to access curriculum-related information and research topics and ideas that promote innovation in learning. Learning how to electronically communicate and navigate through the wealth of information located on both public and private networks, including the internet, are information literacy skills that support student achievement in the 21st century. Telecommunications Safety City Schools will make every attempt to ensure that the internet is a safe learning environment. Students will be supervised while using the internet and will be instructed in the appropriate and safe use, selection and evaluation of information. Student Code of Conduct

53 policies and Codes Technology Policy Terms and Conditions Student users shall: Use telecommunications for educational purposes only Communicate with others in a respectful and courteous manner Obey copyright laws and intellectual property rights of others Maintain the privacy of personal name, phone number, address and password, and respect the same privacy of others Student users shall not: Post or transmit photographs or personal information about themselves or others without prior written consent from parents or guardians. A copy of the consent must be provided to the principal of the school where the student posting or transmitting the information is enrolled. Bypass the school system s filtering server or in any way hack into the system Install personal software on computers Access or distribute abusive, harassing, obscene, offensive, profane, libelous, pornographic, threatening, sexually explicit or illegal material Attempt to monitor or tamper with another user s electronic communications, or alter or delete another user s files or software without the explicit agreement of the owner Use telecommunications for commercial, purchasing or illegal purposes Deliberately waste or overload computer resources, such as printing large quantities of a document from a work station Use telecommunications in any other manner that would violate the disciplinary policies of the Baltimore City Board of School Commissioners Penalties Violations of the Technology Acceptable Use Policy may be a violation of the law, civil regulations or Board Rule 812. Suspension of telecommunications privileges, school disciplinary action or legal action may result from infringement of this policy. For the complete text of Board Rule 812, please visit 32 Baltimore City Public Schools

54 glossary of Terms Academic Dishonesty Providing, receiving or viewing answers to quiz or test items or independent assignments. Having out or using books, notes or notebooks during a test without permission from a staff member. Bomb Threat The making of threats or providing false information about the presence of explosive materials or devices on school property without cause in writing, in person or by phone, including text messaging. Bullying Intentional conduct including verbal, physical or written conduct, or electronic communication that is threatening or seriously intimidating and substantially disrupts the orderly operation of a school. Cell Phone Misuse Use, activation or display of cell phones, camera phones, video phones or other communication devices during the school day or on school buses. Community Service An unpaid service for the benefit of the public that is performed as part (or all) of the consequence for committing an infraction. Computer Misuse Any unauthorized or inappropriate use of computers, including the internet, specific programs or hacking. Conference A communication that takes place face-to-face or by telephone. Consequence A result that follows from an action or condition. Criminal Behavior Any behavior that is considered an infraction against the law. Cutting Class Unlawful absence from a class or school activity. (See Attendance, Unlawful absence in the Family Information Guide.) Student Code of Conduct

55 glossary of Terms Cyberbullying The use of information and communication technologies , cell phones, pagers, text messages, instant messages, defamatory personal web sites, personal polling sites or a combination of these to support deliberate, repeated and hostile behavior by an individual or group with the intention of physically or psychologically intimidating others. Dangerous Implements Any implement or substance used as a weapon to inflict bodily harm, including any object or implement capable of causing harm or used in such a way as to cause harm to another. This includes but is not limited to laser pointers, pencils and scissors. Demonstration and Mass Protest Willful disturbance of school activities through a march or rally that prevents the orderly conduct of school classes and activities. Destruction of Property or Vandalism Damage, destruction or defacement of property belonging to the school or others. Disrespect Toward Others Inappropriate comments or physical gestures toward others. Ethnicity or National Origin Harassment A negative act or verbal expression toward an individual or group of persons of the same race or national origin who share common or similar traits, languages, customs and traditions, based upon race, national origin, language, customs and traditions. Loss of Privileges As a consequence of a violation of City Schools code of conduct, a student can lose the right to participate in school events and activities, including participation in graduation and senior activities. If the behavior warrants this consequence, only monies paid as senior dues for the missed activity will be refunded. Poisoning Putting any substances in another person s food or drink that poisons or contaminates that food or drink, or on a person s body that causes injury or harm, or would likely cause injury or harm, to the person. 34 Baltimore City Public Schools

56 glossary of Terms Positive Behavior Interventions and Supports Positive Behavior Interventions and Supports is a schoolwide behavior management framework that has a three-tier model of prevention and intervention (Tier 1/universal, Tier 2/targeted, Tier 3/intensive). This initiative has been sponsored statewide in Maryland by the Maryland State Department of Education, Sheppard Pratt Health Systems and the Johns Hopkins University School of Public Health s Center for the Prevention of Youth Violence. Some City Schools have been implementing the framework since Positive Behavior Interventions and Supports are developed at the school level by school staff, principals and students to create a positive culture and climate with consistent high expectations for behavior, incentives and consequences. By creating a schoolwide system for these structures, Positive Behavior Interventions and Supports help adults and children have a common understanding of the behavioral expectations for all individuals. Additionally, through the use of data and regular meetings, the Positive Behavior Interventions and Supports team within the school can tailor systems to better meet the needs of students. Parents and guardians are encouraged to serve on their school s Positive Behavior Interventions and Supports team. For more information about Positive Behavior Interventions and Supports, please contact your local school or the Office of Student Support and Safety Services at Project Security Clearance Overview and Preparation Education (SCOPE) It is important for students and parents to understand how a student's behavior can affect future eligibility for careers. Project SCOPE provides youth (grades 7-12) and parents with information regarding maintaining security clearance eligibility, while enabling educators and business mentors to share knowledge regarding key career fields for future employment. For more information about Project SCOPE contact your school guidance counselor. Racial Harassment A negative opinion or verbal expression toward an individual or a group of persons who possess common physical characteristics (i.e., color of skin, eyes, hair and facial feature genetically transmitted by descent and heredity) that distinguish them as a distinct division of human kind, based on these physical characteristics. Religious Harassment A negative opinion or verbal expression toward an individual or group of persons, who possess common religious beliefs regarding the origin and purpose of the universe and the existence or nonexistence of a supreme being, based on religious beliefs. Student Code of Conduct

57 glossary of Terms Reportable to Police Certain offenses require police reports while others depend on whether the activity is considered criminal behavior. Police reports are required when an offense is illegal or causes injury to persons. Restitution Replacing item(s) that were stolen or damaged or providing fair market value by way of compensation or service. School Uniform Policy A mandatory school-based uniform policy is one in which the school prescribes a standard uniform and requires all students to participate. Sexual Activity Inappropriate behavior of a sexual nature, including but not limited to indecent exposure, consensual sexual contact, oral sex or possession of sexually explicit material, while on school grounds or during school-sponsored activities. Sexual Assault Physical sexual act by force or threat of force against a staff member or another student, including inappropriate touching. Sexual Harassment Unwelcome sexual advances, requests for sexual favors or other inappropriate verbal, written or physical conduct of a sexual nature, directed toward others. Sexual-Orientation Harassment A negative opinion or attitude towards an individual or group of persons based on their sexual attraction toward or responsiveness to members of the opposite or same sex. 36 Baltimore City Public Schools

58 glossary of Terms Stealing Taking or attempting to take property of another person or institution without permission or knowledge of the owner, with the intent to deprive the owner of its use. See Theft. Student Searches Under Maryland Education Article, Section 7-308, a principal, assistant principal or school security guard may make a reasonable search of a student on school premises, or on a school-sponsored trip. The searcher must have a reasonable belief that the student has in his or her possession an item of which the holding is a criminal offense under state law, or a rule or regulation of the Baltimore City Board of School Commissioners. The search shall be made in the presence of a third party. The Board of School Commissioners may authorize a teacher to make a reasonable search of a student on a school-sponsored trip if the teacher has a reasonable belief that the student has in his or her possession an item, the possession of which is a criminal offense under the laws of this state or a violation of any other state law, or a rule or regulation of the Board of School Commissioners. The search shall be made in the presence of a third party. To qualify to conduct this search, the teacher shall be designated in writing by the principal and receive training to conduct a search commensurate with the training received by a principal. The principal, assistant principal or school security guard may also search the physical plant of a school and its furnishings and equipment, including the lockers of students. There is no need for probable cause. The right of the school official to search lockers shall be previously announced in, or published by, the school. Tardiness Arriving late to school or class. Teen Court A merger of courthouse and classroom hearings for misdemeanor crimes including, but not limited to, minor assault, disorderly behavior, minor theft, alcohol and tobacco offenses and trespassing. Theft Taking or obtaining the property of another person or institution without permission or knowledge of the owner, with the intent to deprive the owner of its use. See Stealing. Student Code of Conduct

59 glossary of Terms Tobacco Possession, use, sale or distribution of tobacco or tobacco products, including but not limited to cigarettes, cigars, pipe tobacco, snuff, chewing tobacco or smokeless tobacco. Trespassing Being on school property without permission, including while suspended or expelled; includes breaking and entering. Unsafe Action Any action that has the potential to cause danger or physical harm to self or others, including the reckless use of a vehicle. Weapon (including look-alikes and ammunition) A weapon is, by way of illustration and without limitation, one of the following: Firearm: A firearm as defined in 18 U.S.C. 921 of the federal code. Examples include handguns, rifles, shotguns and bombs. Refer to the federal code for the complete definition. Other Guns: Any gun of any kind, loaded or unloaded, operable or inoperable, including any object other than a firearm that looks like a gun. This shall include but is not limited to a pellet gun, paintball gun, stun gun, taser, BB gun, flare gun, nail gun and airsoft gun. Other Weapons: Any implement that could cause or is intended to cause bodily harm, other than a firearm or other gun. This shall include, but is not limited to, switchblade knife, hunting knife, star knife, razor (including straight or retractable razor), brass knuckles, box cutter, nunchuck, spiked glove, spiked wristband, any mace derivative, tear gas device or pepper spray product. Weapon Used to Cause Bodily Harm or Injury: Use of a weapon to injure any person on school property or while involved in a school-sponsored activity 38 Baltimore City Public Schools

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61 Andrés A. Alonso, Ed.D CEO, Baltimore City Public Schools neil E. Duke, Esq. Chair, Baltimore City Board of School Commissioners 200 E. North Avenue Baltimore, Maryland visit us on the web at

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